Cultivating Shared and Contextual Learning and Teaching: Reflections on an Immersive and Collaborative Approach to Journeying with Students in Los Angeles

The importance of developing opportunities for shared learning between social workers and other professional groups has been emphasised in recent government publications. However, much of the research evidence concerning the impact of shared learning concentrates on the taught elements of programmes rather than the practice experience. This paper examines the findings that have emerged from the Shared Practice Learning project, which focused on the experiences of social work and district nurse students who were placed alongside each other during their practice placements. It identifies the educational benefits to have emerged from the project, notably the broadening of the perspectives of the students involved. The paper also examines the practical and organisational difficulties that stand in the way of more formalised shared practice learning arrangements. It is argued that while there are clear educational gains from a more systematic development of shared practice learning--and that these would apply to a range of professions connected to social work--the complexity of organisational arrangements may serve to render such developments impractical.

Spatial and contextual learning are considered to be dependent on the hippocampus, but the extent to which other structures in the medial temporal lobe memory system support these functions is not well understood. This study examined the effects of individual and combined lesions of the perirhinal, postrhinal, and entorhinal cortices on spatial and contextual learning. Lesioned subjects were consistently impaired on measures of contextual fear learning and consistently unimpaired on spatial learning in the Morris water maze. Neurotoxic lesions of perirhinal or postrhinal cortex that were previously shown to impair contextual fear conditioning (Bucci et al., 2000) or contextual discrimination (Bucci et al., 2002) caused little or no impairment in place learning and incidental learning in the water maze. Combined lesions of perirhinal plus lateral entorhinal or postrhinal plus medial entorhinal cortices resulted in deficits in acquisition of contextual discrimination but had no effect on place learning in the water maze. Finally, a parahippocampal lesion comprising combined neurotoxic damage to perirhinal, postrhinal, and entorhinal cortices resulted in profound impairment in acquisition of a standard passive avoidance task but failed to impair place learning. In the same experiment, rats with hippocampal lesions were impaired in spatial navigation. These results indicate that tasks requiring the association between context and an aversive stimulus depend on corticohippocampal circuitry, whereas place learning in the water maze can be accomplished without the full complement of highly processed information from the cortical regions surrounding the hippocampus. The evidence that different brain systems underlie spatial navigation and contextual learning has implications for research on memory when parahippocampal regions are involved.

This study aims to determine the validity of video tutorials based on Contextual Teaching and Learning for independent learning. To know the practicality of video tutorials based on Contextual Teaching and Learning for independent learning. To find out the effectiveness of video tutorials based on Contextual Teaching and Learning for independent learning seen from the responses of students. The type of research used in this research is research and development (Research and Development). The development model used in this research is the development model according to Isman in 2011 which consists of five stages, namely input, process, output, feedback and learning. The subjects in this study were class VIII students of SMP Negeri 4 Sungai Full in the odd semester of the 2021/2022 academic year. Field trials were carried out in one class, namely class VIII D. The results showed that the validity of the media was 1.00 and the validity of the material was 1.00. Based on the results of the practicality analysis, video tutorial media based on Contextual Teaching and Learning for independent learning is said to be practical with a practical result of video tutorial media of 10.75 with a percentage of 83% in the practical category. The effectiveness of the video tutorial media developed is said to be effective for observing student learning independence. It can be seen from the students' responses to learning mathematics using video tutorial media based on Contextual Teaching and Learning for learning .independence fulfilling the "effective" criteria with a percentage value of 83% so that it can be categorized in positive response or can be said independently

본 연구는 공유형 실천학습공동체 ‘희망더하기공간나눔’ 사례를 통해 전 연령을 아우르는 공동학습경험의 특성과 공유형 실천학습공동체의 의미에 대하여 탐구 하는 것을 목적으로 하였다. 연구의 결과는 다음과 같다. 첫째, 연구 문제인 실천학 습공동체 구성원들의 참여 맥락이다. 공유형 실천학습공동체 ‘희망더하기공간나 눔’은 지금까지의 선행연구와 다른 초기 공동체 참여 동기가 나타났다. 둘째, 구성 원들의 공동학습경험의 특성으로 본 연구자는 한 세대의 소그룹에서 학습했다면 깨달을 수 없었던 세대 간의 ‘소통’과 ‘성찰’을 청소년과 성인으로 구분하여 분석하였다. 셋째, 공유형 공동체의 의미는 무엇인가이다. 공유형 실천학습공동체 유형과 관련하여 ‘나눔’과 ‘공유’ 의미를 비교 분석하고 공유형 공동체라는 결론을 도출하였다. 이와 같은 결론으로 구성원들에 의해 유지·발전되는 느슨한 공동 체로 일상이 학습이 되는, 가슴 떨리는 일을 하는 사람들이 추구하는 학습공동체의 대안으로써 의미가 있다고 본다.The purpose of this study is to explore the characteristics of shared learning experiences and the meaning of shared action learning community through the case of shared practice learning community “Hope plus space sharing”. The results of the study are as follows. First is the context of participation of the members of the Action Learning Community, which is a research issue. The shared practice learning community, “Hope plus space sharing,” has shown the previous research and other early community motivations. Second, as a characteristic of the members co-learning experiences, the researcher analyzed “communication” and “reflection” between generations that could not be realized if they had learned in a small group of one generation. Third, what is the meaning of a shared community? With regard to the type of shared learning and learning community, we compared and analyzed the meaning of sharing and sharing , and concluded that it is a shared community.

The purpose of this study is to compare the learning outcomes of students who were taught a system of linear equations with two variables using the Contextual Teaching and Learning model versus those who were taught the same material using the Direct Instruction methodology. Class VIII-1, which used the Contextual Teaching and Learning approach, and class VIII-2, which used the Direct Instruction model, were the topics. This study used a Posttest Only Control Group Design and a Quasi-Experimental Method. The sample for this study was drawn from two classes, specifically classes VIII1 and VIII2, each of which included 25 pupils. Both classes were equal and uniform. This data analysis is tested using the t-test with the parameters tcount = 5.020 > ttable = 2.059. H1 is accepted because H0 is refused. For instance, the Contextual Teaching and Learning (CTL) methodology can help students learn more effectively utilizing social math tools.

This study aims to describe the ability to write biographical texts without, with, and how the effect of using Contextual Teaching and Learning (CTL) learning strategies on the ability to write biographical texts in class X SMA N 2 Lintau Buo. This type of research is quantitative research with experimental methods. The results of the study are described as follows. First, the students' biographical text writing skills before using the Contextual Teaching and Learning (CTL) strategy of class X students of SMA N 2 Lintau Buo with an average of 57.47. Second, students' biographical text writing skills after using the Contextual Teaching and Learning (CTL) strategy of class X students of SMA N 2 Lintau Buo with an average of 70.97. Third, the skill of writing biographical texts using Contextual Teaching and Learning (CTL) learning strategies in learning is better than before using Contextual Teaching and Learning (CTL) learning strategies. Fourth, there is a significant effect of the use of learning strategies on the skills of writing biographical texts for X grade students of SMA N 2 Lintau Buo because tcount > t table (4.32 > 1.67), so H0 is rejected and H1 is accepted. This means that there is an effect of using Contextual Teaching and Learning (CTL) learning strategies on the ability to write biographical texts for X grade students of SMA N 2 Lintau Buo. So, it can be seen that there is a significant effect between the use of Contextual Teaching and Learning (CTL) strategies on learning the skills of writing biographical texts for the tenth graders of SMAN 2 Lintau Buo.

This article is about why is important using contextual teaching in learning process. The concept of contextual teaching in learning emphasizes the full student’s activity both physically and mentally. Contextual learning considers that learning is not a memorizing activity, considering facts, but a process of experience in life. Contextual teaching and learning imply that learning becomes meaningful to learners by connecting to the real world. It is based on the diverse skills, interests, experiences and cultures of learners. Education can be used to change human behavior. It can enhance one’s ability to perform verbally, quantitatively and analytically. In this regard, we consider the strengths and weaknesses of this method and analyze whether it is worth using the Contextual method in teaching. The article provides interpretations of the term context by different scientists and its efficiency in all branches of science

BackgroundThe numbers of learners seeking placements in general practice is rapidly increasing as an ageing workforce impacts on General Practitioner availability. The traditional master apprentice model that involves one-to-one teaching is therefore leading to supervision capacity constraints. Vertically integrated (VI) models may provide a solution. Shared learning, in which multiple levels of learners are taught together in the same session, is one such model. This study explored stakeholders’ perceptions of shared learning in general practices in northern NSW, Australia.MethodsA qualitative research method, involving individual semi-structured interviews with GP supervisors, GP registrars, Prevocational General Practice Placements Program trainees, medical students and practice managers situated in nine teaching practices, was used to investigate perceptions of shared learning practices. A thematic analysis was conducted on 33 transcripts by three researchers.ResultsParticipants perceived many benefits to shared learning including improved collegiality, morale, financial rewards, and better sharing of resources, knowledge and experience. Additional benefits included reduced social and professional isolation, and workload. Perceived risks of shared learning included failure to meet the individual needs of all learners. Shared learning models were considered unsuitable when learners need to: receive remediation, address a specific deficit or immediate learning needs, learn communication or procedural skills, be given personalised feedback or be observed by their supervisor during consultations. Learners’ acceptance of shared learning appeared partially dependent on their supervisors’ small group teaching and facilitation skills.ConclusionsShared learning models may partly address supervision capacity constraints in general practice, and bring multiple benefits to the teaching environment that are lacking in the one-to-one model. However, the risks need to be managed appropriately, to ensure learning needs are met for all levels of learners. Supervisors also need to consider that one-to-one teaching may be more suitable in some instances. Policy makers, medical educators and GP training providers need to ensure that quality learning outcomes are achieved for all levels of learners. A mixture of one-to-one and shared learning would address the benefits and downsides of each model thereby maximising learners’ learning outcomes and experiences.

Research on Teacher Perspectives in the implementation of the Contextual Teaching and Learning model aims to analyze teachers' views on the implementation of the Contextual Teaching and Learning model. This research analyzes the difficulties, obstacles, advantages and disadvantages during the process of implementing the Contextual Teaching and Learning model. This research uses a qualitative descriptive method using observation sheets and questionnaires to collect the required information data and process it into the findings described. The findings obtained from the research are that there are obstacles to implementing the Contextual Teaching and Learning model at the Learning Community stage of 50% compared to the level of difficulty at other stages such as constructivism 20%, inquiry 10%, questioning 5%, modeling 5%, reflection 5% and authentic assessment 5%. Furthermore, it can be seen that the lowest level of implementation was in the Learning Community component, with 55 people answering that it was not implemented. Furthermore, in other components, namely constructivism, inquiry, questionnaire, modeling, reflection and authentic assessment, it was seen that an average of 15 to 20 people answered that it had not been implemented. So the research results conclude that there are obstacles to the implementation of the Learning Community stages in the Contextual Teaching and Learning model. The difficulty of implementing the Learning Community stages by teaching staff.

This study aims to determine: (1) the ability to write explanatory texts in class VIII students at SMP Negeri 2 Tapian Dolok before using Contextual Teaching and Learning (CTL) learning. (2) The ability to write explanatory texts for students of SMP Negeri 2 Tapian Dolok after the Contextual Teaching and Learning (CTL) model. (3) The effect of using the Contextual Teaching and Learning (CTL) learning model on the ability to write explanatory texts by class VIII students at SMP Negeri 2 Tapian Dolok. This research uses quantitative research. The method used is an experimental method while the method used in this research is Pre-Experimental Design (non-design). According to Sugiyono (2019:112) that the results of Pre-Experimental research are independent variables. This happened, because there were no control variables, and the sample was not chosen at random, this study used a One-Group Pretest-Posttest Design. The results of this study include: (1) The results of the initial test ability (pre-test) in the skills of writing explanatory texts for class VIII-5 students of SMP Negeri 2 Tapian Dolok before the Contextual Teaching and Learning (CTL) model is obtained an average value of 60. From the results of the pre-test showed that the students' ability to write explanatory texts had not yet reached the KKM target of 70. (2) The results of the final test (post-test) skills in writing explanatory texts for students of class VIII-5 SMP Negeri 2 Tapian Dolok after applying the Contextual model Teaching and Learning (CTL) obtained an average value of 70.38. From the post-test results obtained that the students' ability to write explanatory texts has reached the KKM target of 70. (3) The analysis that has been carried out and has been tested statistically that tcount is greater than ttable (3.38 > 2.042) causes H0 to be rejected and Ha received. Thus, it can be concluded that there is an effect of the Contextual Teaching and Learning (CTL) model on the skills of writing explanatory texts by grade VIII-5 students of SMP Negeri 2 Tapian Dolok.

This study aims to improve students' critical thinking skills in science learning material about animal life cycles using the Contextual Teaching and Learning (CTL) model. The subjects in this study were grade IV students with a total of 15 students who were held at SDN Palayangan, Pangalengan District, Bandung Regency for the academic year 2022/2023 Semester 1. Data collection techniques were used through pretest and posttest questions to students, conducting interviews with teachers, giving questionnaires and make observations. The data is used to find the results of quantitative and qualitative data. Data processing is carried out using the SPSS 21 program. Critical thinking is very important in learning so that students are able to solve problems well. Therefore researchers use the Contextual Teaching and Learning model so that learning becomes effective and makes students actively involved in learning and discussing. The learning steps are (a) constructivism, (b) finding, (c) asking, (d) learning communities, (e) modeling, (f) reflection, and (g) real assessment. The results showed that from the pretest and posttest given there was an increase in the critical thinking skills of fourth grade students using the Contextual Teaching and Learning model to 70%. From these results it shows that the Contextual Teaching and Learning model used has a good influence on students' critical thinking skills in science learning in elementary schools. In this study, I used mixed research methods which included qualitative and quantitative research, which differed from each other.

This study aims to describe the activities of students in using student worksheets based on Contextual Teaching and Learning (CTL). The method used is descriptive quantitative. Student worksheets based on Contextual Teaching and Learning that are used in learning consist of three sub-layers are atmosphere, lithosphere, and hydrosphere. In CTL-based student worksheets, there are 7 main components of CTL are constructivist, questioning, modelling, finding, community learning, reflection, and authentic assessment. Learning outcomes using CTL-based Student Worksheets are easier for students to understand learning material, this is shown by students in solving problems on student worksheets properly. Based on the results of the study it can be concluded that learning by using Student Worksheets based on Contextual Teaching and Learning helps students more easily understand the subject matter.

Classroom action research analyzes the effectiveness of contextual learning and teaching to improve understanding of aqidah and akhlak. Classroom action was carried out in Class 7 of Madrasah Tsanawiyah. The results of the classroom action show that contextual learning and teaching enable students to connect the concepts of honesty and responsibility with everyday life. The principle of constructivism helps students build understanding through direct experience. The community of inquiry and learning increases student engagement in exploring the values ​​of aqidah and akhlak. Modeling provides concrete examples that students can imitate. Authentic reflection and assessment measure student understanding and behavioral changes. Contextual learning and teaching successfully improve student understanding and participation. There are challenges in ensuring equal involvement among all students. Additional strategies such as simulation and role-playing are recommended to further optimize learning effectiveness. Contextual learning and teaching are effective in linking aqidah and akhlak material with students’ real experiences, strengthening understanding and application of Islamic values ​​in everyday life.

This study aims to: 1) Find learning devices based on contextual teaching and learning (CTL) that can improve students' mathematic problem solving skills at SMP Negeri 1 Hamparan Perak; 2) Find learning devices based on contextual teaching and learning (CTL) that can increase student self-efficacy at SMP Negeri 1 Hamparan Perak; 3) Find practical contextual teaching and learning (CTL) based learning devices that can improve the problem solving and self-efficacy ability of students at SMP Negeri 1 Hamparan Perak; 4) Find learning devices based on contextual teaching and learning (CTL) that are effective to improve the problem-solving ability and mathematic self-efficacy of students at SMP Negeri 1 Hamparan Perak. The results show that: 1) Students' mathematic problem solving ability using learning devices based on contextual teaching and learning (CTL) increased; 2) The increase in students' self-efficacy after using contextual teaching and learning (CTL) based learning devices has increased; 3) The developed contextual teaching and learning (CTL) based learning device met the criteria for practicality of the learning devices; 4) The learning devices developed through contextual teaching and learning (CTL) to improve students' mathematics problem solving ability and self-efficacy have met the criteria of being effective. Keywords : development of learning devices, contextual teaching and learning, problem solving ability, self-efficacy DOI: 10.7176/JEP/12-8-07 Publication date: March 31 st 2021

This study aims to: (1) differences in students' mathematical mathematical communication skills and self-efficacy between students who were given an Open Ended Learning Approach with a Contextual Teaching and Learning Approach; (2) the interaction between KAM and the Open Ended Learning Approach and Contextual Teaching and Learning Approach on Mathematical Communication skills; (3) the difference in Self Efficacy between students who were given an Open Ended Learning Approach and a Contextual Teaching and Learning Approach; and (4) the interaction between KAM and the Open Ended Learning Approach and Contextual Teaching and Learning Approach on Self Efficacy. This research is a quasi-experimental research. The research population was all students of class VIII SMP Negeri 1 Stabat, Academic Year 2021/2022 with a sample of class VIII A who was given an Open-Ended Learning Approach and class VIII B who was given a Contextual Teaching and Learning approach. Each class consists of 32 students. The research instrument used was a student's Mathematical Communication ability test and a Self-Efficacy questionnaire. Data analysis was performed by two-way analysis of variance (ANAVA). The results of the study indicate that: (1) There are differences in students' Mathematical Communication abilities who are given learning with the Open Ended Learning Approach and Contextual Teaching and Learning Approach; (2) There is no interaction between the learning model and early mathematics skills on students' Mathematical Communication abilities; (3) There is a difference in Self Efficacy between students who are given an Open Ended Learning Approach and a Contextual Teaching and Learning Approach; (4) There is no interaction between the learning model and the initial ability of mathematics on Self Efficacy. Keywords: Mathematical Communication, Self Efficacy, Open-Ended Approach, Contextual Approach DOI: 10.7176/JEP/13-7-03 Publication date: March 31 st 2022